ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
Essential Elements for Instructional Course Design
Module I- Learning Activity 2
Presented to the
Dr. Eva Stephens
THE UNIVERSITY OF TEXAS
SCHOOL OF NURSING AT GALVESTON
In Partial Fulfillment
Of the Requirements for the Course
N 5322 Educator: Curriculum Design
By
Jacquelyn D. Svoboda RNC, MSN, WHNP
January 21, 2014
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ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
As a new faculty member at the School of Nursing, it is apparent to me that the
needs of the learner have changed tremendously. I have participated in a subject centered
environment through lectures and other traditional methods and have been left asking
myself "have I been creative enough to reach the learner?" As a faculty member my
greatest hope is to impact the students within our program and promote lifelong learning.
Fink (2003), describes a fundamental need for students to have a significant learning
experience in order for them to be satisfied with the education they have received. Fink
(2003) further explores the idea that many faculty have thoughts and hopes for a new type
of teaching and learning experience for their learners. In order to create change in
learning however, we must examine and morph course instructional design and its
foundation. When considering the instructional design of a course, important elements
should be explored. In this paper, I will explore a number of these elements which include
adult learning principles, theories of teaching and learning, and the learning centered
environment. In exploring these elements, I will identify key concepts I would like to
include in my instructional design of a course.
Adult Learning Principles
Understanding the principles in which adult learners may function in a college
curriculum is crucial as a faculty member developing the instructional design of a course.
Knowles (Knowles, Holton, III, & Swanson, 2011) describes key adult learning principles to
include 1) need to know, 2) self concept, 3) role of past experience, 4, readiness to learn, 5)
orientation to learn, 6) motivation to learn. Along with these principles Knowles (1990)
describes andragogy as adult learning where learning is more learner centered. Although
each of the principles of adult learning and the concept of andragogy are important, I
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ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
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determine the need to know, orientation to learning and motivation to learn principles as
the most crucial to the foundation of my course design. In regards to the need to know
principle, the learner will find a sense of ownership in the learning process if they are able
to see the learning applied to their life or direction. Utilizing simulation lab and case
studies in my course design would allow an opportunity for application and ownership in
the learning process. Orientation to learning is the concept that as adult learners grow
their orientation to learning is more problem based (Snyder, 2009). Again utilizing
simulation lab and case studies would allow a problem based curriculum verses content
based learning. Finally, the motivation to learn concept is supported well in simulation
scenarios where students prepare self directed learning goals and ultimately acquire motive
to learn (Kaakinen & Arwood, 2009).
Theories of Teaching & Learning
Carl Rogers learning concepts are based on the Humanistic perspective (Bastable,
2013). Bastable (2013) illustrates that the humanistic perspective is based on the thought
that each learner is an individual who has an innate drive for self growth. Rogers (1994)
reports that the adult learners require respect in order to support self -esteem and to
promote growth in education. Roger's theory further explains that the educator would
serve as a facilitator rather than as an authority figure (Roger's, 1994). Within my course
design, I would choose both the concept of promotion of self esteem and the use of the
educator as a facilitator. In utilizing case studies, peer feedback and positive peer and
faculty affirmations in a safe classroom could have the potential to promote quality
learning. Biderman (2003) reports on the use of recording students on video while in a
clinical arena, debriefing in a constructive and meaningful way in order to promote
ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
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learning. This would incorporate well with my course design for simulation recording and
debriefing.
Alburt Bandura (1977, 2001) created much of the foundation for the social learning
theory which relays that learning is a social process. This concept is further described as
role modeling and a transfer from the active educator to a role of the active learner
(Bastable, 2013). Utilizing the concept of role modeling within my course design would
appear to be a logical process. This could be achieved by role modeling professionalism,
confidence and ultimately serving as a mentor. This concept would be woven throughout
the clinical setting, simulation activities, group work and within the classroom.
Constructivism theory is another learning theory which may be useful in
curriculum design. Billings (2012), reports that the constructivism theory is based on the
understanding that learners build upon their knowledge set in order to make sense of what
they are experiencing. This theory has been utilized as the framework for online education
(Gerkin, Taylor, & Weatherby, 2009). This theory supports online discussions, group projects
and an opportunity to apply the knowledge (Gerkin et al., 2009). Utilizing the concepts from
this model within my course design would be possible through a group project which would
require that the learner critically explore a topic, work collaboratively as a group and
apply the knowledge. The application of the knowledge acquired through work in a group
project can be utilized as a peer report in an appropriate learning environment such as
simulation and through the use of case studies.
Learning Centered Environment
In order to derive greater meaning and quality out of learning, there is a calling for a shift
to the learning centered environment (Fink, 2003) Traditional methods of lecturing and
ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
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authority driven classrooms are rapidly changing. I envision a learning centered classroom
to be a supportive environment in which faculty relays constructive and rapid feedback,
provides opportunities for group work, simulation and case studies. In reviewing the old
and new paradigm by Campbell and Smith (1997), a number of the new paradigm shifts
would be incorporated into my instructional course design. Within the new paradigm, I
would specifically apply knowledge, mode of learning, climate and technology use
(Campbell and Smith, 1997). First of all, knowledge would foster a learning centered
environment as the shift is from faculty to students, to an environment of student and
faculty collaboration. This would be evident through the utilization of simulation lab,
group projects and case studies. Secondly mode of learning would encourage the learner to
apply or relate subject matter rather than memorizing. This would be most useful with
case studies and group work. Also, incorporating a change in the climate would be most
beneficial for the learner and for faculty. Understanding that the learners are culturally
diverse and the knowledge and experiences they bring to the learning arena are key to the
process. This would be achieved through the group project requirements as students of
various backgrounds would be required to work together to accomplish a goal. The
patients that the students would be educating through the project are also multicultural
and would impart the students be sensitive to their learning needs of the patients as well.
Finally, utilizing the new paradigm for technology use would be beneficial with the ever
changing technology culture. The new paradigm would focus on the vast access the learner
has to information and the need for accurate and clear communication. One method to
accomplish this within my course design would be by requiring students to locate evidencebased research articles which relate to an unfamiliar concept they encountered during a
ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
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clinical or a learning experience. They would then report to their group the knowledge
gained and discovered through the research. In my opinion, this would also encourage an
active learning experience for all learners.
In closing, the creation of my instructional design would promote advancing the
classroom from a teaching focus to a learning focused environment. I would anticipate that
the foundations of my instructional design would facilitate significant learning
opportunities for the learner. Some methods of learning to accomplish this would be the
use of case studies, simulation and group collaboration. I am aware many barriers may
exist, including class size, but my thought is that by imparting even a portion of these
elements, concepts and methods, more impactful learning can take place. I envision this
learning to be useful for the faculty as well as the learner.
ESSENTIAL ELEMENTS FOR COURSE DESIGN- Jacquelyn Svoboda
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References
Bastable, S. B. (2013). Nurse as Educator: Principles of Teaching and Learning for Nursing
Practice (4th ed., p.87 ). Sudbury, MA: Jones & Barlett.
Bandura, A. (1977). Social learning theory. In Bastable, S. B. (2013). Nurse as Educator:
Principles of Teaching and Learning for Nursing Practice (4th ed., p.78 ). Sudbury, MA:
Jones & Barlett.
Bandura, A. (2001). Social cognitive theory. In Bastable, S. B. (2013). Nurse as Educator:
Principles of Teaching and Learning for Nursing Practice (4th ed., p.78 ). Sudbury, MA:
Jones & Barlett.
Biderman, A. (2003). Family Medicine as a frame for humanized medicine in education and
clinical practice. In Bastable, S. B. (2013). Nurse as Educator: Principles of Teaching
and Learning for Nursing Practice (4th ed., p.87 ). Sudbury, MA: Jones & Barlett.
Billings, D. M. (2012). Teaching in Nursing: A guide for faculty (4th ed., p. 82- 210). St Louis,
Missouri: Elsevier Saunders.
Fink, L.D. (2003). Creating Significant Learning Experiences (p.6-27). San Francisco: JosseyBass.
Campbell, W.E., and Smith, K.A. (1997). New Paradigms for College Teaching. In Fink, L.D.
(2003). Creating Significant Learning Experiences (p. 19). San Francisco: Jossey-Bass.
Gerkin, K. L., Taylor, T. H., & Weatherby, F. M. (2009). The Perception of Learning and
Satisfaction of Nurses in the Online Environment. Journal for Nurses in Professional
Development, 25(1), E8-E13. Retrieved on January 18, 2014 from
http://www.nursingcenter.com
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Kaakinen, J., & Arwood, E. (2009). Systemic Review of Nursing Simulation Literature for Use
of Learning Theory. International Journal of Nursing Education Scholarship, 6(1), 1-18.
Knowles, M. (1990). The Adult Learner: A Neglected Species. In Bastable S. B. (2013). Nurse
as Educator: Principles of Teaching and Learning for Nursing Practice (4th ed., p 189192). Sudbury, MA: Jones & Barlett.
Knowles, M., Holton, E. F., III, & Swanson, R. A. (2011). The Adult Learner (7th ed., p. 3).
Burlington MA: Elsevier Butterworth Heinemann.
Rogers, C. (1994). Freedom to Learn. In Bastable, S. B. (2013). Nurse as Educator: Principles of
Teaching and Learning for Nursing Practice (4th ed., p.87 ). Sudbury, MA: Jones &
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Snyder, M. M. (2009). Instructional-Design theory to guide the creation of Online Communities
for Adults. TechTrends, 53(1), 48-56.